96049 Assessment Across the Lifespan
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Subject handbook information prior to 2020 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Description
This subject covers the principles and practice of psychological assessment skills across the lifespan: children, adults and older adults. Trainees are introduced to the scientific hypothesis testing approach to evaluating all aspects of cognitive, behavioural, personality and emotional functioning. They gain practical assessment skills in the administration, scoring and interpretation of the widely used Wechsler scales and other cognitive tests. The clinical application of assessment skills in understanding disorders giving rise to cognitive deficit is a major theme of the subject.
Successful completion of this subject is required for progression in the Master of Clinical Psychology (C04300).
Subject learning objectives (SLOs)
| 008. | Evaluate the reliability and validity of assessment |
|---|---|
| 015. | Apply research in a given clinical context |
| 016. | Integrate diagnostic information with formulation in treatment planning |
| 020. | Develop a formulation from a range of clinical perspectives |
| 023. | Apply multiple methods for assessing the severity and types of mental health conditions |
| 024. | Identify comorbidity |
| 025. | Determine differential diagnoses where appropriate |
| 028. | Identify appropriate referral services for the client's needs |
| 029. | Follow a structured process to arrive at the most accurate diagnosis |
| 054. | Explain one's own role, within the context of the service |
| 057. | Use written and spoken communication in a manner appropriate to the target audience |
| 070. | Interpret initial client information |
| 071. | On the basis of available information, establish initial assessment requirements |
| 072. | Select appropriate assessment measures and methods for a given case |
| 073. | Provide a rationale for the method(s) of assessment utilised |
| 074. | Ensure that assessment includes memory, intelligence, personality, behavioural functioning and mental state |
| 075. | Conduct appropriate tests, interviews or other assessments |
| 076. | Interpret assessment results |
| 077. | Communicate results of assessment in an appropriate format to relevant individuals |
| 078. | Respond appropriately to any risk arising from assessment |
| 084. | Utilise best available methodologies and resources in clinical practice |
| 085. | Maintain records and carry out administrative tasks to the required standard |
Course intended learning outcomes (CILOs)
The learning outcomes for this subject are as follows:
- Apply in practice accurate and comprehensive knowledge of the current state of psychological theories and models, the application, implementation and interpretation of psychological investigations, and the implementation of psychological interventions. (.001)
- Provide ethically and legally accountable client-centred care, with awareness of own capabilities and limitations. (.002)
- Assess and report on individual and population psychological health status, using appropriate testing and/or observation methodologies. (.003)
- Evaluate evidence and engage in systematic inquiry. (.005)
- Communicate effectively and accurately with clients and stakeholders in written or spoken language appropriate to their needs. (.006)
- Demonstrate respect and value for diverse ways of knowing, being and doing, in particular recognising the diversity of Indigenous Australians, while critically reflecting on the impact of ongoing colonisation and its pervasive discourse on their health and wellbeing, and integrating this knowledge into practice (.007)
- Contribute as leader and collaborator in the delivery of client-centred care (.008)
- Reflect on the knowledge, skills and attributes required for the evaluation and integration of emerging evidence into practice, promoting the growth of personal and professional learning, and the education of others. (.009)
- Represent the psychologist's perspective in multidisciplinary environments, and through self-awareness and acknowledgement of the contribution of other health practitioners, support an interdisciplinary approach to attain the best outcomes for clients. (.010)
- Demonstrate knowledge of psychological practice in national and global communities, with awareness of their social and cultural contexts, using a consultative approach to the formulation and implementation of management plans to meet diverse needs. (.011)
Contribution to the development of graduate attributes
This Subject allows trainees to obtain a holistic approach to understanding and supporting client concerns about cognitive and psychological functioning. It provides opportunities to learn cognitive assessment skills including how to administer the WISC, WAIS and other cognitive tests. Trainees will participate in case discussions and case presentations in order to learn how to apply cognitive assessment principles. Assessment skills are discussed in the context of a wide range of clinical disorders in which cognition is affected.
This subject contributes to the development of the following graduate attributes:
Lifelong learning
Graduates of the Master of Clinical Psychology are lifelong learners, committed to and capable of reflection and inquiry in their quest for personal development and excellence in professional practice.
Professional capacity
Graduates of the Master of Clinical Psychology are client-focussed, ethical practitioners with the understanding and proficiency to be leaders in their profession, capable of effectively researching and communicating solutions in a global context.
Global citizenship
Graduates of the Master of Clinical Psychology contribute to society, resolving to undertake those actions and responsibilities that will enhance their role in local, national and global communities.
Cultural competence
Graduates of the Master of Clinical Psychology are culturally competent professionals, able to reflect on and explain their own cultural perspectives, accommodate cultural differences and achieve optimal outcomes through the adoption of a consultative approach to patient care with indigenous Australians and other cultural groups.
Teaching and learning strategies
The course involves a range of teaching methods within a lecture, workshop, clinical practice oriented learning activities and independent learning format.
Preparation for Learning: Specifically, students will be provided with the details of preparation activities each week through the subject’s Canvas site. Activities are designed to help students prepare for their learning in lectures and workshops by engaging them with textbook, journals, other readings, videos, online resources, quizzes and short answer questions. In addition, clinical practical classes will have pre-practical reading and questions attached, which are expected to be completed prior to attending these classes to ensure maximal time can be spent on hands-on practice.
Active Lectures: Specifically, knowledge students have gained with preparation prior to class will be discussed and consolidated with clinical, theoretical and research based lectures and small group discussions.
Research-integrated Learning: Specifically, students will take an evidence-based approach to cognitive assessments of cases as this is essential for effective clinical psychological practice and an important skill for Psychology students to develop. Current research will be integrated into the content provided in both lectures and preparatory readings. Students are provided opportunities in workshop classes and through assessments to read, discuss and utilise current research in the context of evidence-based best clinical practice.
Case Based and Collaborative Learning: Specifically, students will learn how to apply cognitive assessment principles to client case studies by participating in class discussions, independent and small group role plays and learning activities. This will help them understand how to apply the scientific hypothesis testing approach when performing cognitive assessments.
Collaborative Learning: Specifically, students will develop their teamwork skills by participating in active lectures and workshops, collaborative small group discussions in POD classrooms, and cognitive assessment practice sessions in pairs and small groups, and also group assessment work. A collaborative approach to case formulation, case management and effective communication of cognitive assessment results is an essential skill to ensure clients are managed appropriately within interdisciplinary teams of health professionals.
Practice Based Authentic and Simulated Clinical Experiences: Specifically, students will be able to observe peers and clinicians practice and demonstrate cognitive assessment skills during role play in workshops and video recordings. They will also be able to practice their own cognitive testing skills in role play with peers and view video recordings of themselves. These strategies will help trainees learn essential clinical, diagnostic, theoretical and research based skills needed to perform cognitive assessments when they progress to clinical practice in the Psychology Clinic in Semester
Reflective Learning: Specifically, students are encouraged to critically reflect on their learning throughout the subject to identify areas where they may improve their performance and to assist in the development of lifelong learning skills. Specific activities where reflective learning is encouraged are via self-and peer evaluation of cognitive assessment skills in class and independent practice sessions with peers against OSCE marking criteria. Students will demonstrate their engagement in active and informed participation in class activities and learning outcomes by providing reflective notes on knowledge and skill achievement checklists and through post lecture/workshop review of learning questions on Canvas.
Self-directed Practice: Specifically, practical workshops will provide students with supervised practice of cognitive assessment skills. However, to attain a sufficient level of competency in cognitive assessment skills it is essential that students engage in regular self-directed practice both independently and with peers outside of class time. This is important preparation for your OSCE exams and clinical placement next semester.
Ongoing Feedback: In-class verbal feedback is an important teaching and learning strategy employed throughout the subject. Specifically, students are provided with immediate feedback to their questions relating to the content of lectures, discussion of case studies and performance of cognitive assessment skills in practical classes supported by lecturers and tutors. This will help students develop knowledge and skills relating to their clinical reasoning, understanding of key concepts and cognitive assessment skills. There will be opportunities for verbal formative feedback on student’s questions about group cases, assessment tasks and cognitive assessment skills via online group chats and also detailed written formative feedback following submission.
Content (topics)
Topics to be covered will provide trainees with the skills and knowledge required to be able to see clients for cognitive assessments in the UTS Psychology Clinic in Semester 2.
Trainees start by gaining an overview of different approaches to cognitive assessment and are introduced to functional neuroanatomy and models of cognitive functioning. Trainees will then learn how to administer, score and interpret the Wechsler scales which are commonly used to assess intellectual functioning in children and adults.
A hypothesis testing approach to cognitive assessments is discussed for children, adults and older adults across the lifespan. Case study discussions will help trainees apply the basic principles of cognitive assessment skills to clients. This includes how to identify referral questions and client issues, formulate hypothesis, select cognitive tests, interpret and communicate assessment results, and provide feedback to clients.
A range of cognitive tests for children and adults that are commonly used in the clinic will be reviewed. This will focus on cognitive screening and cognitive assessment of following areas: academic achievement, learning and memory, verbal and non-verbal skills, executive skills, everyday functioning and personality.
Neurodevelopmental and acquired neurocognitive disorders that are seen in children and adults will be reviewed. This includes the cognitive and neuropsychological profiles associated with Attention Deficit Hyperactivity Disorder (ADHD), Specific Learning Disorder (SLD), Intellectual Disability (ID), stroke, multiple sclerosis (MS), traumatic brain injury (TBI), dementia and psychiatric conditions. An understanding of these disorders will help trainees recognise the common presenting signs and symptoms as well as the clinical implications of these conditions for their role as a Clinical Psychologist.
Assessment
Assessment task 1: Case study active participation
| Intent: | Students will learn essential knowledge and skills needed for them to perform cognitive assessments in the UTS Psychology Clinic in Semester 2. They will be allocated authentic learning activities on a fictitious child OR adult case study that will give them an opportunity to actively participate in the different stages of cognitive assessment work. This will help students learn essential clinical skills for seeing clients for cognitive assessment in the UTS Psychology Clinic in semester 2. This includes performing client intake and research literature on specially allocated topics. Oral presentations will help you learn how to provide concise discussion of cases and background research. Contributes to the development of critical thinking and clinical reasoning skills, knowledge of cognitive tests and scoring practice, effective oral and written communication, and ethical clinical practice as a psychologist. Each student will be involved in active and informed participation in authentic individual and group learning tasks which will mimic the stages of performing a cognitive assessment for child OR adult clients. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 015, 016, 020, 023, 024, 054, 057, 070, 071, 072, 074, 078 and 084 This task is aligned with the following course learning outcomes: .001, .002, .003, .005, .006, .007, .008, .009, .010 and .011 |
| Type: | Case study |
| Groupwork: | Group, group and individually assessed |
| Weight: | 40% |
| Length: | See Canvas for assessment task details. |
| Criteria: | See marking guide in Canvas. |
Assessment task 2: Cognitive assessment report
| Intent: | Students will learn essential clinical reasoning and report writing skills needed to see children or adults for neurocognitive assessments in the UTS Psychology Clinic in semester 2. They will be presented with a fictitious children’s or adult's case study and required to demonstrate clinical reasoning skills and cognitive report writing. Contributes to the development of critical thinking and clinical reasoning skills, knowledge of cognitive tests and interpretation practice, effective written communication, and ethical clinical practice as a psychologist. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 008, 015, 016, 020, 023, 024, 025, 028, 029, 057, 070, 071, 072, 073, 074, 075, 076, 077, 078 and 084 This task is aligned with the following course learning outcomes: .001, .002, .003, .005, .006, .007, .008, .009, .010 and .011 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | 3000 words max for cognitive assessment report 1000 words max for hypothesis/case formulation/literature evidence to support clinical reasoning skills in your report |
| Criteria: | Assessment criteria can be found in the Assessment section underneath the assessment task in the Canvas subject site. |
Assessment task 3: Cognitive Assessment OSCE exams (must-pass component)
| Intent: | This will help students learn essential cognitive assessment skills to see clients in the UTS Psychology Clinic in Semester 2. The ability to administer, score and interpret the Wechsler Intelligence Scales is a core competency requirement in your practice as a Clinical Psychologist. Contributes to the development of knowledge of cognitive tests and scoring practice, reflective learning and clinical skills, effective oral communication, and ethical clinical practice as a psychologist. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 054, 057, 075, 076, 077, 078 and 085 This task is aligned with the following course learning outcomes: .001, .002, .003, .005, .006, .007, .008, .009, .010 and .011 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | Video recordings will be a maximum 30 minutes in length for the WAIS and a maximum 30 minutes in length for the WISC-V. Students will be asked to record randomly selected core and supplementary subtests from each battery. |
| Criteria: | Assessment criteria can be found in the Assessment section underneath the assessment task in the Canvas subject site. |
Minimum requirements
Students are required to attend a minimum of 100% of classes.
To pass this Subject students must achieve a minimum grade of 50%.
Note: there is a must-pass assessment in this Subject. Please check assessment descriptions for details.
Required texts
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)
Required text for the unit:
Crowe. S.R. (2010). Evidence of Absence: A Guide to Cognitive Assessment in Australia. Queensland, Australia: Australian Academic Press.
Recommended texts
Suhr, J. (2015). Psychological Assessment. A Problem-Solving Approach. New York: Guildford Publications.
Lezak, M.D.; Howieson, D, B., Bigler, E.D., and Tranel, D. (2012). Neuropsychological Assessment (Fifth Edition). Oxford: Oxford University Press
Lichtenberger, E.O. and Kaufman, A.S (2013). Essentials of WAIS-IV Assessment (Second Edition). New Jersey: John Wiley and Sons.
Flanagan, D.P. and Afonso, V. C. (2017). Essentials of WISC-IV Assessment (First Edition). New Jersey: John Wiley and Sons.
Sattler, J. (2009). Assessment of Children. Cognitive Foundations. Fifth edition. San Diego: J.M. Sattler
Groth-Marnat, Gary (2014). Psychological Report Writing Assistant. New Jersey: Wile